Referencing + Integrating Research

Dr Jacinta Kelly

The Learning Centre

jacinta.kelly@unsw.edu.au

With thanks to Dr Jamie Roberts, Pam Mort, and Helen Farrell

I. Referencing

II. Forms of Plagiarism

III. Integrating Research

I. Referencing

II. Forms of Plagiarism

III. Integrating Research

What is referencing?

• An acknowledgement of the ideas of others

• A record of what we have read

• A road-map for others to look up our sources

When do we reference?

When we draw on someone else’s ideas

•Through quotation

•By paraphrasing

•By summarising

You do not need to be quoting directly to need to reference!

Why Do We Reference?

• Shows how you know something

• Shows where you got the information

• Gives credit where it is due.

• Avoids plagiarism (i.e. presenting other peoples’ ideas and

information as your own).

• Shows the depth and relevance of your research

• If you use your sources well, you can show that you

understand the information.

How Do We Reference?

What is a referencing convention / referencing style?

• A set of rules for formatting our referencing; e.g. it tells

us which order the information comes in and how to

present it

• It makes all the referencing information uniform

Referencing Styles

How many styles are there?

• Hundreds. Each one has different rules

Which styles can I choose from?

• Depends on your discipline and your school

• If you work across different schools or faculties, you may need to

become familiar with different styles

• Course outlines or school websites are often a good place to check

is there is a style that your school/lecturer expects.

Referencing Styles

What do all styles have in common?

•They tend to all convey the same information, just in different

formats. For example, a reference for a book will need details

for author, title, place and year of publication, and

publisher—no matter which

•They generally all have information given in two places: first,

in the part of your assignment when you cite the source in the

body of your work(e.g. right after a quote), and again in a

reference list.

Referencing Styles

Two families

Footnotes or endnotes1

In-text (Duffy 2009)

Note that all referencing systems

have a reference list: it is just what

appears in the body of the text that

changes

1. Enda Duffy, The Speed Handbook: Velocity, Pleasure, Modernism. Duke University Press:

London, 2009.

An example of a quotation (Harvard)

It has been argued that “time management is a cardinal

study skill” (Phillips 1994, p.10).

Phillips states that “time management is a cardinal study skill”

(1994, p.10).

• Note the quotation marks.

• Note the absence of italics.

• Note that only the author’s surname is used.

• Note that date of publication and page number of

quotation are given.

• Note full stop after the citation.

• Note that because the author’s name is used in the text

itself it is not repeated in the citation.

Author

focus

Idea

focus

Example of a long ‘block’ quotation (Harvard)

Some remarks are needed about the relationship between power and

belonging. On the first page of Resurrection we read:

All were happy—plants, birds, insects and children. But grown-up

people— adult men and women—never left off cheating and tormenting

themselves and one another. It was not this spring morning which they

considered sacred and important, not the beauty of God’s world, given to

all creatures to enjoy—a beauty which inclines the heart to peace, to

harmony and to love. No, what they considered sacred and important

were their own devices for wielding power over each other (Tolstoy

1 9 8 8 , p . 1 9 ) .

We can begin by observing that the narrator confirms much of what I

have recently argued...

When a quotation will be longer than three lines in the body of the text, it

should be presented as a ‘block quote.’ Indent and reduce font size. No

quotation marks are needed (usually!).

Example of a summary/paraphrase

Australian tertiary education places emphasis upon students’ ability to

learn independently. It is important, for example, for students to

develop their own style of recording lecture notes (Phillips 1994,

p.10).

• Note that a citation is included even though a quotation is not

used.

• Note that in the citation, the surname of the author is given, as well

as the date of publication and the page number. The surname of

the author must be included because the author is not introduced.

• Note the full stop after the citation.

How Do I make a Reference List?

•Sort all sources alphabetically by authors’ surnames

•Be consistent in sequencing all elements of each reference list

entry.

•Follow the different rules for different kinds of texts (e.g. journal

articles, books, book chapters, edited books, websites)

References

Beder, S 1998, The new engineer: management and professional

responsibility in a changing world, Macmillan Education Australia,

South Yarra.

Harber, M (ed) 1993, Manual on scientific writing, TAFE Publications,

Victoria.

Hesketh, T, Jiang, YA, Clements, DJ, Butler, DH & van der Laan, R

1998, 'Controller design for hot strip finishing mills', IEEE Transactions

on Control Systems Technology vol.6, no.2, pp208-218.

Johnston,S, Gostelow, P, Jones, E & Fourikis, R 1995, Engineering and

society: an Australian perspective, Longman, Australia.

Riezenman, M 1998, ‘Engineering the EV future’ in IEEE Spectrum,November

1998, pp35 –38, viewed 20 August 2002,

http://www.spectrum.i…g/spectrum/nov98/features/int.html

Book

Edited Book

Journal Article

Multiple Authors

Online Journal

Alphabetical order Heading

Harvard Style

Reference list

Keep in mind that the first thing a marker looks at is your

reference list.

• Put together a reference list / bibliography using the four

handouts.

• NB: Referencing a website in Harvard next slide.

Referencing a website in Harvard

Include the following:

•author/ authoring body name (the person or organisation responsible for

the site)

•year (date created or last updated)

•title (in italics)

•name of sponsor of site [Sometime just leave out – often just the author]

•accessed day month year (the day you viewed the site)

•URL or Internet address (pointed brackets)

Eg: Winston, J 1999, A look at referencing, AAA Educational Services, accessed 20 October 2002, <http://www.aaa.edu.au/aaa.html>. United Nations Web Services 2006,

Eg: World Health Organisation 2013, Financial crisis and global health, The United Nations, accessed 1 August 2013,

<http://www.who.int/topics/financial_crisis/en/>.

Harvard Answers

Broome, R 1982, Aboriginal Australians: black response to white dominance 1788-1980, George Allen & Unwin, Sydney.

Jakubowicz, A 1984, ‘Ethnicity, multiculturalism and neo-conservatism’, in G Bottomley & M de Lepervanche (eds), Ethnicity, class & gender in Australia, Allen & Unwin, Sydney, pp. 28-48.

Merril, B 2001, ‘Learning and teaching in universities: perspectives from adult learners and lecturers’, Teaching in Higher Education, vol. 6, no. 1, pp. 5-17.

Nanotechnology in Medicine - Nanomedicine 2010, accessed 15 July 2012, <http://understandingnano.com/medicine.html>

APA Answers

Broome, R. (1982). Aboriginal Australians: black response to white dominance 1788-1980. Sydney: George Allen & Unwin.

Jakubowicz, A. (1984). Ethnicity, multiculturalism and neo-conservatism. In G. Bottomley & M. de Lepervanche (Eds.), Ethnicity, class & gender in Australia (pp 28-48). Sydney: Allen & Unwin.

Merrill, B. (2001). Learning and teaching in universities: Perspectives from adult learners and lecturers. Teaching in Higher Education. 6(1), 5-17.

Nanotechnology in Medicine - Nanomedicine (2007-2010). Retrieved July 15, 2012, from http://understandingnano.com/medicine.html

Vancouver Answers 1. Nanotechnology in Medicine - Nanomedicine [Internet]. Hawkes

Perch Technical Writing, LLC; 2007-2010 [cited 2011 July 25]. Available from: http://understandingnano.com/medicine.html

2. Broome R. Aboriginal Australians: black response to white dominance 1788-1988. Sydney: Allen & Unwin; 1982.

3. Merril B. Learning and teaching in universities: perspectives from adult learners. Teaching in Higher Education. 2001; 6 (1): 5-17.

4. Jakubowicz A. Ethnicity, multiculturalism and neo-conservatism. In: Bottomley G, de Lepervanche M, editors. Ethnicity, class & gender in Australia. Sydney: Allen & Unwin; 1984. p. 28-48.

MLA Answers

Broome, Richard. Aboriginal Australians: Black Response to White Dominance 1788-1988. Sydney: George Allen & Unwin, 1982. Print.

Jakubowicz, Andrew. “Ethnicity, Multiculturalism and Neo-conservatism.” Ed. Gill Bottomley and Marie M. De Lepervanche. Ethnicty Class and Gender in Australia. North Sydney: Allen & Unwin, 1984. 28-48. Print.

Merrill, Barbara. “Learning and Teaching in Universities: Perspectives from Adult Learners.” Teaching in Higher Education 6.1 (2001): 5-17. Print.

Nanotechnology in Medicine – Nanomedicine. Hawkes Perch Technical Writing, LLC, 2007-2010. Web. 15 July 2012.

Chicago Answers Broome, R. 1982. Aboriginal Australians: Black response to white

dominance 1788-1988. Sydney: George Allen & Unwin.

Jakubowicz, A. 1984. Ethnicity, Multiculturalism and Neo-conservatism. In Ethnicity Class and Gender in Australia, eds. G. Bottomley and M. De Lepervanche, 28-48. North Sydney: Allen & Unwin.

Merrill, B. 2001. Learning and Teaching in Universities: Perspectives from Adult Learners. Teaching in Higher Education 6 (1): 5-17.

Nanotechnology in Medicine – Nanomedicine. 2007-2010. http://understandingnano.com/medicine.html/ (accessed July 15, 2012).

I. Referencing

II. Forms of Plagiarism

III. Integrating Research

Plagiarism

Plagiarism is determined by the reader, and not by

software, such as turnitin.

Plagiarism • Direct duplication of the thoughts or work of another, including by copying work, or

knowingly permitting it to be copied

• Downloading or purchasing an essay and submitting it as your own

• Quotation without the use of quotation marks (except for block quotations)

• Paraphrasing another person's work with very minor change keeping the meaning,

form and/or progression of ideas of the original

• Citing sources which have not been read, without acknowledging the 'secondary'

source from which knowledge of them has been obtained

• Piecing together sections of the work of others into a new whole

• Presenting an assessment item as independent work when it has been produced in

whole or part in collusion with other people, for example, another student or tutor

• Claiming credit for a proportion of work contributed to a group assessment item that

is greater than that actually contributed

• Submitting your own assessment item that has already been submitted for academic

credit at UNSW or elsewhere may also be considered plagiarism

• Using another person’s ideas or words in an oral presentation without crediting the

source

How Can I Avoid Plagiarising?

• Record all the required bibliographic information

• Always reference material that you use

• Do not cite works that you have not read

• Take clear and useful notes

• Think about what the information means and how you can use it in your assignment

• Make sure your “voice” in your assignment is not drowned out by quotations

• Do not lend your assignments to your friends

What happens if I plagiarise?

• It is considered academic misconduct—very bad.

• You may get a warning initially.

• Assignments can be failed.

• Repeated evidence of plagiarism can mean you

fail a course.

• In some cases you can be expelled from university.

Making notes

The Research Process:

•Details about what

you read

•Quoting and

paraphrasing

•What you think

•Relevance to your

assignment

•Connection to

other things you

have read

Page

number

Summary (in your words)

Bibliographic information

The importance of your voice

• Be aware of the balancing act between drawing too heavily

and too lightly on the ideas of others.

• Not enough sources: assignment may be poorly

researched, may be lacking evidence, or may not have

acknowledged sources (plagiarism)

• Not enough of your own voice: assignment may be lacking

analysis and argument, or worse, can be considered

plagiarism

• Question: What are your thoughts about the following?

Humanitarian intervention is defined as a coercive action by an

external agent or agents aimed to prevent or alleviate a mass

humanitarian violation within the territorial jurisdiction of a target

state in the absence of local government consent (Macklem

2008). The legal status of humanitarian intervention is highly

contested. In general, intervention violates most interpretations of

customary as well as codified international law (Buchanan 1999).

In contrast to earlier times, there has evolved a general presumption

against the use of force (Ramsbotham 1997). The main

contemporary debate is concerned with the binary nature of

jurisdiction identified in the UN Charter between ‘state system values’

and ‘human rights values’ (Macklem 2008, p. 369).

• Each paraphrase could be moved around and it would not matter

• The student’s own voice is absent!

I. Referencing

II. Forms of Plagiarism

III. Integrating Research

Integrating research: Why do we draw on others’

ideas? 1. To show that we have read widely in a particular field. o To show that we have educated ourselves.

2. To establish our ideas within an intellectual community; that is, to have a discussion and in the process create knowledge.

3. To strengthen our position with supporting evidence/arguments.

4. To strengthen our position by giving us something to argue against.

5. To help us demonstrate critical thinking.

6. To give us something to write about.

Integrating research: points to remember • When integrating research you need to consider

the following questions:

1. Is the research relevant to what I am arguing?

2. Is the research sufficiently integrated into my argument?

• Do I introduce it? (not always necessary)

• Do I engage with it? (i.e. explain it, refute it, demonstrate how

it supports my argument, etc)

3. Does the research fit grammatically into my paragraph?

4. Do I draw too heavily on the ideas of others (is my own

voice lost)?

5. Are my quotations/summaries/paraphrases too long?

6. Do I follow the correct referencing conventions?

• eg the appropriate use of quotation marks, indenting long

quotations, and using an appropriate in-text citation

technique.

Using Evidence

Quotation

Matches the source word for word

Usually refers to a small segment of text

“Appears between quotation marks”

Is attributed to original source

Paraphrase

Does not exactly match the source

Is put into your own words

Still communicates the precise meaning

of original text

Is attributed to original source

Summary

Does not exactly match the source

Puts the main idea into your own words

Is an overview, and so is much shorter

than original

Is attributed to original source

Reporting verbs and phrases

• Question: What is a reporting verb (or phrase)?

• Answer: A reporting verb (or phrase) introduces the

work, ideas or activities of someone else.

• Question: Why is it important to do this?

• Answer: To help you to differentiate between your

voice and the voices of others.

Reporting verbs

Using Evidence

Reporting verbs introduce another person’s ideas, arguments, actions, findings or beliefs

‘states’, ‘argues’, ‘contends’, ‘purports', 'observes’, ‘discusses’, ‘points out’, ‘notes’, ‘found,’ ‘concludes’, ‘describes’

We use reporting verbs to help differentiate

between our voice and the voices of other scholars

Reporting verbs

Using Evidence

Reporting verbs can indicate our assessment of a scholar, or the scholars assessment of someone else

Jones claims that coca-cola has several health benefits

This indicates that we may be sceptical of Jones’s findings (i.e. reveals our assessment of the scholar)

The NSW Ambulance Service dismisses the argument that

speed cameras are a waste of tax payers’ money This indicates that that the Ambulance service are critical of this

assessment of speed cameras (i.e. reveals the scholar’s assessment of something else)

Summarising exercise • What are the key pieces of information in the following?

• Produce a 1-2 sentence summary.

It has been believed for a long time that the first inhabitants of America were people from north-east Asia. Anthropologists believe that small bands of nomadic hunters followed herds of animals across the Bering Straits land bridge and into what is now Alaska, later spreading throughout North and South America. There is now some evidence to support this belief. Examination of 20 teeth and 64 tooth sockets of paleo-Indians (the first Americans) which were discovered in Chile in 1936 shows a number of common characteristics which are also found in Asiatic teeth. These characteristics include a shovel-like slope on the front and back of the incisors, an L-shaped ridge on the chewing surface of the lower molars, small bumps on the chewing surface of the lower molars and three-rooted front molars. Since dental features are genetically determined and do not change over long periods of time, it is significant that these teeth are similar to the teeth of north-east Asians (as well as the teeth of present-day North and South American Indians). For example, 353 teeth of paleo-Indians, present day Indians, and northern Asiatics were examined, and all had the shovelling on the incisors. Of 8 000 white American and European teeth, less than one-third had this feature. These findings, then, corroborate the theory that the first Americans came from northern China, Mongolia, Japan, and Asiatic Siberia.

Key pieces of information + summary

• Key pieces of information: o There has been a long-standing belief amongst anthropologists that the

first Americans came from north-east Asia.

o This belief is supported by the analysis of teeth and tooth sockets found in Chile.

o Possibly: These teeth and tooth sockets carry similar characteristics to Asiatic teeth.

• Summary: Recent analysis of teeth and tooth sockets found in Chile corroborate the long held anthropological belief that the first inhabitants of America came from north-east Asia.

Using Evidence Referencing: key points

Referencing takes time Keeping full references throughout the whole essay writing

and research process saves times in the future Referencing is important in order to avoid plagiarism Referencing gives your reader all the information necessary

to track down your source for themselves A good reference list demonstrates to your marker how

much work you have done Referencing needs to be done in adherence to a style guide

(e.g. Harvard, MLA, APA, Chicago). Different departments have different preferences for style guides. Always check if there is a particular style that your lecturer/tutor wants.

• The Learning Centre Consultations

Workshops

http://www.lc.unsw.edu.au/

Further help?

The library Elise (library website)

Research consultation